55 found
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  1. Postpositivism and Educational Research.D. C. Phillips & Nicholas C. Burbules - 2001 - British Journal of Educational Studies 49 (1):109-111.
     
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  2.  9
    Organicism in the Late Nineteenth and Early Twentieth Centuries.D. C. Phillips - 1907 - Journal of the History of Ideas.
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  3. Philosophy of Education.D. C. Phillips - 2008 - Stanford Encyclopedia of Philosophy.
  4.  41
    The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help).D. C. Phillips - 2005 - Journal of Philosophy of Education 39 (4):577–597.
  5. Empirical Educational Research : Charting Philosophical Disagreements in an Undisciplined Field.D. C. Phillips - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  6. The Contested Nature of Empirical Educational Research.D. C. Phillips - 2005 - Journal of Philosophy of Education 39 (4):577-597.
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  7.  23
    The Social Scientist's Bestiary: A Guide to Fabled Threats to, and Defenses of, Naturalistic Social Science.D. C. Phillips - 1992 - Pergamon Press.
    The Social Scientist's Bestiary addresses a number of important theoretical and philosophical issues in the social sciences from the perspective of contemporary philosophy of science. It is intended to guide social scientists - researchers, teachers and students - so that they will not fall victim to the beasts they will encounter in the course of their enquiries. Such beasts include holism, post-positivistic work in the philosophy of science, Kuhnian relativism, the denial of objectivity, hermeneutics and several others, both good and (...)
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  8.  13
    Two Decades After: "After The Wake: Postpositivistic Educational Thought".D. C. Phillips - 2004 - Science and Education: Academic Journal of Ushynsky University 13 (1/2):67-84.
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  9.  14
    James, Dewey, and the Reflex Arc.D. C. Phillips - 1971 - Journal of the History of Ideas 32 (4):555.
  10.  11
    Kohlbergian Moral Development: A Progressing or Degenerating Research Program?D. C. Phillips & Jennie Nicolayev - 1978 - Educational Theory 28 (4):286-301.
  11.  13
    Organicism in the Late Nineteenth and Early Twentieth Centuries.D. C. Phillips - 1970 - Journal of the History of Ideas 31 (3):413.
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  12.  59
    Dealing “Competently with the Serious Issues of the Day”: How Dewey (and Popper) Failed.D. C. Phillips - 2012 - Educational Theory 62 (2):125-142.
    In Reconstruction in Philosophy, John Dewey issued an eloquent call for contemporary philosophy to become more relevant to the pressing problems facing society. Historically, the philosophy of a period had been appropriate to social conditions, but despite the vast changes in the contemporary world and the complex challenges confronting it philosophy had remained ossified. Karl Popper also was dissatisfied with contemporary philosophy, which he regarded as too often focusing upon “minute” problems. Both Dewey and Popper, however, were optimistic that the (...)
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  13.  25
    The Distinguishing Features of Forms of Knowledge.D. C. Phillips - 1971 - Educational Philosophy and Theory 3 (2):27–35.
  14. On Castigating Constructivists.D. C. Phillips - forthcoming - Philosophy of Education.
     
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  15.  21
    John Dewey's Philosophy and His Writings on Education.D. C. Phillips - 1970 - Educational Philosophy and Theory 2 (2):47-56.
  16.  35
    (RE)Inventing Scheffler, or, Defending Objective Educational Research.D. C. Phillips - 1997 - Studies in Philosophy and Education 16 (1/2):149-158.
    Israel Scheffler's book Science and Subjectivity (1967) was prescient: His criticisms of attacks on the traditional notions of objectivity and truth that underlie modern science are still relevant nearly thirty years later, when postmodernism and some varieties of feminist epistemology are winning many adherents. Two aspects of Scheffler's book are singled out for discussion – his philosophical style, which is marked by careful, well-developed, and detailed argument (in contrast to many contemporary writers in education who have postmodernist leanings, who merely (...)
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  17.  18
    The Piagetian Child and the Scientist: Problems of Assimilation and Accommodation.D. C. Phillips - 1978 - Educational Theory 28 (1):3-15.
  18.  6
    Two Decades After:“After The Wake: Postpositivistic Educational Thought”.D. C. Phillips - 2004 - Science & Education 13 (1-2):67-84.
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  19. ACKENZIE, B. D.: "Behaviourism and the Limits of Scientific Method". [REVIEW]D. C. Phillips - 1979 - British Journal for the Philosophy of Science 30:85.
     
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  20. A Thoroughly Modern Response.D. C. Phillips - 1999 - Educational Philosophy and Theory 31 (2):245-246.
  21. MATTESSICH, RICHARD: "Instrumental Reasoning and Systems Methodology". [REVIEW]D. C. Phillips - 1980 - British Journal for the Philosophy of Science 31:89.
  22. Paul Hirst's Structure, or, the Uses and Abuses of an Overworked Concept.D. C. Phillips - 1993 - In Paul Heywood Hirst, Robin Barrow & Patricia White (eds.), Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge. pp. 79--92.
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  23. Reflections on Hearnshaw's Biography of Burt.D. C. Phillips - 1980 - Educational Theory 30 (3):257-260.
  24. Stone/Marshall Wedding Address.D. C. Phillips - 2005 - Educational Philosophy and Theory 37 (3):301-302.
  25. The Hidden Curriculum and the Latent Functions of Schooling: Two Overlapping Perspectives. 1. Why the Hidden Curriculum is Hidden.D. C. Phillips & C. B. J. Macmillan - forthcoming - Philosophy of Education: Proceedings of the Thirty-Sixth Annual Meeting of the Philosophy of Education Society.
     
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  26. The Interactive Universe and the Limits of Educational Research.D. C. Phillips - 1979 - Philosophy of Education (Utah) 1979.
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  27.  5
    The Distinguishing Features of Forms of Knowledge.D. C. Phillips - 1971 - Educational Philosophy and Theory 3 (2):27-35.
  28.  5
    Philosophy of Education: In Extremis?D. C. Phillips - 1983 - Educational Studies 14 (1):1-30.
  29.  34
    Rejoinder: Ericson, Lakatos, and Research Programs.Jennie Nicolayev & D. C. Phillips - 1979 - Educational Theory 29 (4):349-350.
  30.  31
    Popper and Pragmatism: A Fantasy.D. C. Phillips - 1975 - Educational Theory 25 (1):83-91.
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  31.  21
    The Dilemma of Enquiry and Learning.D. C. Phillips - 1982 - Teaching Philosophy 5 (4):367-369.
  32.  27
    Stone/Marshall Wedding Address.D. C. Phillips - 2005 - Educational Philosophy and Theory 37 (3):301–302.
  33.  13
    The New Causal Principle of Cognitive Learning Theory: Perspectives on Bandura's "Reciprocal Determinism.".D. C. Phillips & Rob Orton - 1983 - Psychological Review 90 (2):158-165.
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  34.  8
    A Few Calls Too Many? Dewey's Call for Reconstruction in His Reconstruction ….D. C. Phillips - 2017 - Educational Theory 67 (5):583-591.
  35.  21
    The State of the Art.Josh Corngold, Rebecca M. Katz, Anne Newman & D. C. Phillips - 2005 - Journal of Philosophy of Education 39 (1):123–139.
  36.  23
    The Anatomy of Autonomy.D. C. Phillips - 1975 - Educational Philosophy and Theory 7 (2):1–12.
  37.  13
    In Its Final Stages? A Reply to Lapsley and Serlin.D. C. Phillips & Jennie Nicolayev - 1984 - Educational Theory 34 (2):171-174.
  38.  8
    The Social Scientist's Bestiary. A Guide to Fabled Threats to, and Defences of, Naturalistic Social Science.Beverley Shaw & D. C. Phillips - 1994 - British Journal of Educational Studies 42 (3):319.
  39.  39
    Was William James Telling the Truth After All?D. C. Phillips - 1992 - In William James & Doris Olin (eds.), The Monist. Routledge. pp. 419-434.
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  40.  13
    Forty Years On: Anti‐Naturalism, and Problems of Social Experiment and Piecemeal Social Reform.D. C. Phillips - 1976 - Inquiry: An Interdisciplinary Journal of Philosophy 19 (1-4):403 – 425.
    In The Poverty of Historicism, Karl Popper attacked a number of anti?naturalistic doctrines while advocating a program of piecemeal social reform. However, recent work in social science, and especially in the evaluation of social programs and social reforms, has exposed difficulties that have led many scientists to fall back on one or other of these same anti?naturalistic positions. It is suggested that Popper's strategy for dealing with anti?naturalism is no longer efficacious, although the difficulties in contemporary social science do not (...)
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  41. Visions of Childhood Influential Models From Locke to Spock.John F. Cleverley & D. C. Phillips - 1986
     
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  42.  16
    Was William James Telling the Truth After All?D. C. Phillips - 1984 - The Monist 67 (3):419-434.
    It is a truth of military history that major battles are not clearly understood by the rank-and-file who are embroiled in them. There is a flurry of activity, a “blooming, buzzing confusion,” and anything that moves in the surrounding terrain is likely to be identified as the enemy. Usually it is only after the “tumult and the shouting dies” that a clear picture emerges, and a tally can be obtained of how many of one’s friends were felled by mistake.
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  43. On Teacher Knowledge--Expanding the Dialogue [and] Response to Schrag, or, He Who Laughs Last..Francis Schrag & D. C. Phillips - 1989 - Educational Theory 39 (3):267-72.
     
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  44.  7
    On Teacher Knowledge: A Skeptical Dialogue.D. C. Phillips - 1988 - Educational Theory 38 (4):457-466.
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  45.  22
    Interpreting the Seventies, or, Rashomon Meets Educational Theory.D. C. Phillips - 2000 - Educational Theory 50 (3):321-338.
  46.  5
    Development of Concepts of Protein Structure.D. C. Phillips - 1986 - Perspectives in Biology and Medicine 29 (3 Pt 2):S124.
  47.  4
    Counting Down to the Millennium.D. C. Phillips - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. pp. 34--44.
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  48.  5
    A Thoroughly Modern Response.D. C. Phillips - 1999 - Educational Philosophy and Theory 31 (2):245–246.
  49.  2
    Response to Schrag, or, He Who Laughs Last….D. C. Phillips - 1989 - Educational Theory 39 (3):271-272.
  50.  2
    The Anatomy of Autonomy.D. C. Phillips - 1975 - Educational Philosophy and Theory 7 (2):1-12.
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